Here's how you can assess candidates for promotion in digital learning using key performance metrics.

This is is like measuring the ripple effect of a stone in a pond. Course impact becomes a key metric; how well their initiatives improved learner outcomes or increased engagement. For instance, if a learning leader implemented microlearning modules that raised completion rates by 25%, it's clear evidence of their readiness for greater responsibility.

I'm not keen on using course design to assess designer skills. Courses should always be an absolute last resort. They're expensive to design and deliver, and usually too generic to add any tangible, instantly-appliable value. What I want to see is how designers can find more effective and efficient ways to close any skills gaps. I develop my team to follow this process: 1) Mitigate - can we collab with the wider business to remove the barrier to performance improvement 2) Automate - if the barrier can't be removed, can we automate complex or mundane workflows 3) Navigate - Can we help people around the barrier with resources and tools 4) Educate - train people with work arounds. Educate is ALWAYS the last resort.

Tech proficiency is the backbone of digital learning leadership, like the control panel of a spaceship guiding the mission. A candidate who automates workflows, integrates adaptive learning platforms, or leverages AI-driven analytics to personalize learning paths demonstrates mastery. For example, streamlining processes that cut content delivery time by 20% shows they're ready to elevate further.

Collaboration skills in digital learning are like a conductor guiding an orchestra; each section must play in harmony to create success. A candidate who fosters cross-departmental synergy, leads co-creation of content, or facilitates stakeholder buy-in is essential. If they unite diverse teams to complete a project ahead of schedule, they're primed for a leadership role.

I have a controversial view on this. When we talk about achieving course learning objectives, my assumption is your talking about a quiz score. These proves nothing other than short term memory function. Instead, I'd want to see how their performance improved following any intervention ( ideally these would be performance support tools in the flow of work - not courses). Has their sales conversion gone up, has their NPS gone up, have they reduced time per task etc. We shouldn't have to stop work to get better at it, so always aim to find more effective ways to help people solve the task at hand - remember, as professional adults, we rarely seek out to everything about a subject; we just want to learn how to do something right now.